Over the years, researchers realized that motivation can be classified into two types, which are the intrinsic and extrinsic motivation (Deci & Ryan, 1985). Intrinsic motivational behaviour is considered as a motivation to do a certain tasks for the joy of doing the task itself. Intrinsically motivated individual do certain activity with no obligation or any apparent reward except for the feeling of accomplishment in doing the activity itself. Individuals with intrinsic motivation will challenge themselves by developing skills and capacities to fulfil their own sense of achievement. Therefore, when they do any activity, the motivation will come from their own self-determination, which is achieved by stimulating and persuading themselves
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The first question is can they do the task given, second, do they want to do the task, and if so, why they want to do it, and the last question is what should have be done in order to accomplish the task? (Wigfield, 1997). These three questions are related to the self-efficacy, which is an individual’s own capability to organize and complete an action that requires some effort by the individual himself. Self-efficacy gives an impact on students’ choice of activity, their effort to accomplish a certain task and their determination in accomplishing it. A study by Chemers, Hu, and Garcia (2001) on self-efficacy showed that there are positive relationship between the student performance with their personal adjustment and commitment to complete their study. Meanwhile, the second question which is, whether the student wants to do the task and if so, why they want to do it, is related to both the intrinsic and extrinsic motivation. The last fundamental question is what should be done in order to accomplish the task are related to the intellectual and metacognitive learning strategies used. The intellectual and metacognitive learning strategies used are highly correlated with students’ motivation and their educational achievement (Pintrich & De Groot, 1990). Thus, it is important to instil motivation in student by using the right methods. Academic practitioner should pay more attention on
Next is the discussion on the importance of motivation in the academic …show more content…
The first question is can they do the task given, second, do they want to do the task, and if so, why they want to do it, and the last question is what should have be done in order to accomplish the task? (Wigfield, 1997). These three questions are related to the self-efficacy, which is an individual’s own capability to organize and complete an action that requires some effort by the individual himself. Self-efficacy gives an impact on students’ choice of activity, their effort to accomplish a certain task and their determination in accomplishing it. A study by Chemers, Hu, and Garcia (2001) on self-efficacy showed that there are positive relationship between the student performance with their personal adjustment and commitment to complete their study. Meanwhile, the second question which is, whether the student wants to do the task and if so, why they want to do it, is related to both the intrinsic and extrinsic motivation. The last fundamental question is what should be done in order to accomplish the task are related to the intellectual and metacognitive learning strategies used. The intellectual and metacognitive learning strategies used are highly correlated with students’ motivation and their educational achievement (Pintrich & De Groot, 1990). Thus, it is important to instil motivation in student by using the right methods. Academic practitioner should pay more attention on